Tag Archives: pedagogy

Students are not customers

11 Sunday Aug 2013

Posted by in Economics, Politics, Work

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My job leads me to think a lot about the contemporary conditions of academic institutions. Regular readers will have noticed that I have returned to these issues quite frequently in recent months. I want to make sure that I keep Love of All Wisdom focused on philosophy broadly defined, which is already a very big focus in itself, so I debate how much time I should spent on such a topic that is not itself philosophy. I think the topic of academia merits attention for two reasons: first, it provides opportunities for thinking philosophically in general about how human institutions should be run; second and probably more importantly, academic institutions remain the place where the vast majority of philosophy per se gets done today. I wouldn’t be surprised if that changes in my lifetime, but it is the case now. So we who care about philosophy have good reason to care about academia, even if our own livelihoods do not depend on it.

With that in mind: In both my academic administrative work and my computer-science classes, there’s a disturbing frequency with which I hear university students described as “customers”. Continue reading →

To say something is to negate something

21 Sunday Jul 2013

Posted by in Epistemology, German Tradition, Metaphysics, Philosophy of Language, Vedānta

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Not long ago I attended a conference on a particular genre of educational technology. The conference presenters were endlessly positive, uplifting – they sought to inspire the attenders with the potential that their subject could offer for student learning. But some discontent rumbled among the attenders, rightly I think: these presenters are not really saying anything. Their theories are abstractions, perhaps even platitudes, that are difficult to disagree with but mean very little in application. Emotionally they can inspire us; rationally they give us no value.

In the conference’s smaller- group discussions (of which there were fortunately many), there was more of a chance to speak of problems, to complain, to be negative – and paradoxically, by being negative they were able to be more constructive. Why? It is far easier to understand what to do when you understand what not to do; you learn what’s true in part by learning what’s false. Endless affirmation of how good something is won’t tell you anything about what makes it good, let alone about how to put it into practice successfully.

As it happens, on the way to this conference I had been reading a book about Kant. Continue reading →

No apologies for studying Laozi and Zhuangzi

19 Sunday May 2013

Posted by in Daoism, Metaphilosophy, Method and Theory in the Study of Religion

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I’ve lately been trying to get a better understanding of Daoist thought, as I believe Daoism to be the major philosophical tradition I have so far understood the least. I have done this by turning to the two texts most widely read in the tradition: the Daodejing (Tao Te Ching), attributed to Laozi (Lao Tzu), and the Zhuangzi (Chuang Tzu) – the latter the name of both text and author. (I use the modern Pinyin spellings which are now most accepted by contemporary scholars, but older Wade-Giles spellings like “Taoism” and “Lao Tzu” may be more familiar to a general audience.) Were I to have free rein to teach a course that involved a component on Daoism, I would almost certainly focus on Laozi and Zhuangzi there as well.

To focus one’s study of Daoism on Laozi and Zhuangzi is very common. It is also controversial. Continue reading →

Augustine and Xunzi at Stonehill

05 Sunday Aug 2012

Posted by in African Thought, Confucianism, Happiness, Human Nature, Politics, Roman Catholicism, Social Science

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For the sorts of reasons I discussed last week, I have been strongly leaning for the past couple years toward Xunzi‘s negative dark view of human nature – or so I have thought. I observe my own tendencies and see just how hard it is to be good even when I really want to. Augustine, whose similarities to Xunzi run deep (as Aaron Stalnaker has noted), points to the behaviour he observes in babies: creatures not only of desire and greed, but even of jealousy and anger. It’s as we grow up that we learn to be good. And then, of course, there’s the history of human violence and bloodshed. I often find myself a little bewildered by the 20th-century philosophies that say philosophy must be entirely different after the Holocaust; the Holocaust would not have surprised Augustine. He knew what evil lurks in our minds.

One of the more common objections to such a dark view of human nature is that it leads to tyranny: if people can’t be trusted, they need an iron ruler to rule them. Such a view is most famously associated with Thomas Hobbes, and it seems that Xunzi held something like it, but I’ve tended to find it a bit puzzling. If we can’t trust people to rule themselves, how on earth could we trust an arbitrary sovereign to rule them? A dim view of human nature seems perfectly compatible with Winston Churchill’s endorsement of democracy: that it’s the worst form of government except for all the others. We need a strong system of checks and balances to hold down the dark tendencies of our leaders.

And yet. With reflection I have realized that I cannot endorse a view like Xunzi’s and Augustine’s, even modified in the latter way. Continue reading →

World philosophy map and timeline

07 Thursday Jun 2012

Posted by in Blog Admin

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As part of my job I’ve been learning to use MediaKron, an interesting tool developed by Boston College (not the same as Boston University, where I work) which creates maps and timelines for educational use. I’ll be helping a pilot group of Boston University faculty use MediaKron; to help myself learn it, I designed a website mapping out different major philosophers in time and space, including most of the thinkers I post about most often here. I’m hoping the site is helpful to visualize some of the long and complex history of philosophy – feel free to use it yourself or even show it to your students.

(Feel free to editorialize about how you can’t believe philosopher X was not included, if you like. I think I covered the very biggest figures, and I included the ones I write about most, but I know there are plenty of major ones who aren’t on there.)

[EDIT 8 Aug 2017: My site has moved to a new URL. I’ve changed the text above to reflect that.]

Monkhood as technique

26 Sunday Feb 2012

Posted by in Early and Theravāda, Happiness, Meditation, Method and Theory in the Study of Religion, Modernized Buddhism, Monasticism

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My former grad-school colleague Justin McDaniel recently ran into an interesting bout of media attention and controversy over a course he teaches at Penn, and an Associated Press article written about it. It is a comparative course on monasticism, entitled “Living Deliberately”. Nothing unusual so far; but what makes this course innovative is it contains a practicum. A practicum is relatively standard fare these days for many university courses on meditation, in which students are encouraged to meditate and thereby get a firsthand grasp on the course content. But McDaniel’s course is the first one I’ve heard of in which students attempt to get firsthand experience of being a monk.

What does that mean? As part of the class, students are required to live for various periods of time according to various restrictions, each one followed by an actual monastic order of some tradition or other. No technology beyond electric lights; no reading news from the outside world; no eating after dark; no caffeine or alcohol; no vegetables that grow underground (a nod to Jainism). Breaking the rules requires confession. Continue reading →

Assessing philosophy

15 Sunday Jan 2012

Posted by in Analytic Tradition, French Tradition, Metaphilosophy, Work

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I’ve been delighted to take up my new full-time job as educational technologist at Boston University. It’s been great to use my background in scholarship and teaching in a way that, unlike faculty work, actually makes a living.

My specialty as a technologist has been to help faculty adopt ePortfolios – electronic collections of student and faculty work, typically with the intent of making student learning visible to an outside audience. There are a variety of purposes to ePortfolios, but one of the most common is assessment – figuring out whether students are really learning what they’re supposed to be learning.

Educational institutions have come to emphasize assessment more and more in the past decade. Assessment is sometimes resisted in the humanities because of an emphasis on quantification – often with good reason, as in the case of the UK’s catastrophic RAE and its relentless insistence on quantity over quality of scholarship. But there’s no reason for humanists to be opposed to assessment in principle. We always claim that our students come out of our classes better than they were when they began – better writers, more careful readers, more thoughtful, more critical, more knowledgeable, more engaged citizens, whatever. If they didn’t improve in some such ways, there would be no point in our teaching them. And surely at least some such improvements can be observed, even if we resist attaching numbers to that improvement beyond the grades we give. Moreover, some of those who have tried to observe whether students do indeed improve in these ways in their college classes – notably Richard Arum and Josipa Roksa – have found that in many cases, in the US at least, they don’t. This fact, if true, would be disastrous, considering that US students typically go tens or even hundreds of thousands of dollars of debt for their educations. Surely we cannot merely assume that this is money well spent. And so assessment of some sort seems to me quite a valuable task.

Working professionally with assessment has led me to think more about the question: how do we assess philosophy? It is this question, I think, that may have contributed the most to the notorious divide between analytic and “continental” philosophy. Continue reading →

What I learned teaching Abrahamic monotheism

19 Sunday Jun 2011

Posted by in Christianity, Deity, Judaism, Rites, Supernatural

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I started writing this blog while I was teaching at Stonehill College, which hired me for a one-year visiting position and took me on shortly after that. A Catholic school, Stonehill requires all its students to take an introductory course in religion, and a third-year course in “moral inquiry”; faculty learn rapidly that these are the bread and butter of their teaching. In my time at Stonehill I taught one elective in Hindu tradition; the other eleven course sections were all the religion requirements.

Teaching students who did not want to be there was not always a joy. The wonderful advantage of teaching Stonehill’s required courses, though, was that there was almost no restriction on content. My love of big cross-cultural questions does not play well with the specialization taught in grad school and encouraged in academic publishing, where one must learn one thing and nothing else. But I could design these courses the way I wanted. The religion department had decided it wanted one common reference point that upper-year students could turn back to, and it had decided on the book of Exodus. But as long as you taught Exodus, the rest of the course was all up to you.

And so one semester I decided I wanted to learn more about Western monotheisms, and entitled my intro religion course “God in the West.” All that Buddhism and “Hinduism” I’d studied in grad school – never mind that. Because that was stuff I already knew pretty well. One of the things I hoped to impart to my students was a love of learning; and so I decided I would teach them a subject I wanted to learn about myself.

And learn I did. Continue reading →

The problem with the trolley

27 Sunday Feb 2011

Posted by in Analytic Tradition, Metaphilosophy, Morality, Prejudices and "Intuitions", Virtue

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Suppose a trolley is hurtling down a track, on which are placed five innocent people with no chance to escape in time. You are standing beside a switch that will redirect the trolley onto a track where stands one innocent person, who also has no chance to escape. Should you flip the switch, and thereby kill one to save five?

Now suppose there is no track onto which the trolley can be redirected; the five innocents will be in its path no matter what happens. Instead of being beside a switch, you are standing on a bridge over the tracks, beside a very fat man looking down over the action. You can push the man over the bridge, knowing his enormous girth will stop the trolley’s movement before it hits the innocents. Should you push the man, and thereby kill one to save five?

Michael Sandel begins his famous course on Justice with this action scene, and it’s a great way to start such a course. This trolley problem, ingeniously introduced by Judith Jarvis Thomson and the late Philippa Foot, is a wonderful way to shock beginning students out of their ethical complacency. For nearly all people faced with this problem agree they would kill one to save five in the first situation but not the second. After hearing one case they think there’s an easy principle by which to decide the right action; after hearing the second, they are forced to admit that there isn’t. Continue reading →

Buddhists against interdependence

07 Sunday Mar 2010

Posted by in Attachment and Craving, Buddhism, Confucianism, Emotion, Friends, Hope, Jainism, Metaphysics, Modernized Buddhism, Monasticism, Sāṃkhya-Yoga

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It’s become something of a cliché to say that Buddhism is about embracing our “interdependence.” The mechanistic Cartesian worldview, so the story goes, has led us to think of human beings as subjects independent of the world around them, in a way responsible for our current environmental catastrophes. (Depending on who you ask, this idea of independence might also be responsible for patriarchy, racism, homophobia, class exploitation and an inability to express our emotions.) But Buddhists know better: Buddhists know that everything arises dependent on everything else, so we should affirm and celebrate our mutual ties to each other and to the earth. In Thomas Kasulis’s terms, Buddhism on this interpretation offers us an intimacy worldview, distinct from the integrity worldview of the modern West. This idea is perhaps most clearly found in the thought of Joanna Macy, but its spread goes much wider among Western (Yavanayāna) converts to Buddhism, especially (but not only) in the baby-boom generation.

The problem: this view is almost the opposite of what the classical Indian Buddhists – including the Buddha of the Pali suttas – actually taught. To be sure, the autonomous, independent selves that we would like to believe in are an illusion. We must indeed recognize the dependent co-arising (paticca samuppāda or pratitya samutpāda) of all things, acknowledge that everything arises out of a circle of mutually dependent causes.

Here’s the thing: this circle of causes is bad. Continue reading →